ABSTRACT

Social work educators are compelled to use reliable and valid methods to assess student learning outcomes. This study adapted a clinical simulation by integrating traditional role-play of case scenarios and elements of the Objective Structured Clinical Examination, which is often used to assess students’ practice skills. Master of Social Work (MSW) students’ engagement skills were assessed at the end of the first semester of their foundation year using the clinical simulation. Participants were first-year MSW students from two theory and practice courses. The study demonstrated the value of using a clinical simulation in practice courses to assess engagement skills. Correlations of self, peer, and instructor performance scores were compared and interrater reliability was assessed. Peers rated their classmates’ performance the highest, and some peer ratings were negatively correlated with instructor ratings. There was higher correspondence in self- and instructor ratings in some skills and poor correspondence in others. Peers tended to rate their classmates’ performance as showing intermediate proficiency, while self- and instructor ratings of engagement skills indicated basic proficiency. Overall, there was poor interrater reliability. Challenges relating to the implementation of a clinical simulation and its implications for social work education are examined.

摘要

社会工作教育工作者被迫使用可靠和有效的方法来评估学生的学习成果。本研究通过整合传统的案例场景角色扮演和目标结构化临床考试的元素来改编临床模拟，这通常用于评估学生的实践技能。社会工作硕士 (MSW) 学生的参与技能在预科第一学期结束时使用临床模拟进行评估。参与者是来自两个理论和实践课程的一年级 MSW 学生。该研究证明了在实践课程中使用临床模拟来评估参与技能的价值。比较了自我、同伴和教师绩效分数的相关性，并评估了评分者间的可靠性。同龄人对同学的表现评价最高，一些同行评分与教师评分呈负相关。一些技能的自我评分和教师评分之间的对应关系较高，而另一些技能对应关系较差。同龄人倾向于将同学的表现评为中等熟练程度，而自我和教师对参与技能的评分则表明基本熟练程度。总体而言，评分者间的可靠性较差。研究了与实施临床模拟相关的挑战及其对社会工作教育的影响。而自我和教师对参与技能的评分表明基本熟练程度。总体而言，评分者间的可靠性较差。研究了与实施临床模拟相关的挑战及其对社会工作教育的影响。而自我和教师对参与技能的评分表明基本熟练程度。总体而言，评分者间的可靠性较差。研究了与实施临床模拟相关的挑战及其对社会工作教育的影响。